Teaching and Supervising Cognitive Behavioral Therapy

  • ID: 3048870
  • Book
  • 304 Pages
  • John Wiley and Sons Ltd
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Teaching and Supervising Cognitive Behavioral Therapy offers clinicians, therapists, and counselors a comprehensive resource that provides empirically validated training and supervisory techniques. Written in an accessible manner by a team of expert Cognitive Behavioral Therapy (CBT) practitioners, supervisors, and teachers, this guide outlines an approachable framework for using technological aids for teaching and supervision.

Filled with the most current research, practical information, current strategies, learning exercises, and online resources, Teaching and Supervising Cognitive Behavioral Therapy also includes suggestions for addressing a wide–variety of trainee groups. Designed to be flexible, the material presented can be adapted to fit various needs and environments such as training workshops, webinars, and podcasts for mental health, medical, and other professionals.

Teaching and Supervising Cognitive Behavioral Therapy:

  • Is accompanied by audio and video components that correspond to each chapter, as well as downloadable worksheets and power point presentations, which reinforce and expand on guidance provided in print
  • Contains a guide for educators with information and tools that can help improve educational outcomes
  • Includes an examination of the latest CBT developments and an overview of practical applications and strategies
  • Addresses the technological advances that facilitate dissemination and supervision
  • Identifies the specific challenges posed to confidentiality and patient care
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Acknowledgments xvii

Foreword xix

About the Authors xxi

1 CBT Training and Supervision: An Overview 1John Ludgate

Historical Roots of CT Training and Supervision 1

Current Training Opportunities 6

Classification and Review of Training Programs 8

Effectiveness of Training 13

Best Practices for Training 15

Best Practices for Supervision 15

Some Distinctive Features of CBT Training and Supervision 16

Future Directions for CBT Training and Supervision 19

Summary 20

References 21

2 Core Competencies in Cognitive Behavioral Therapy Training 25Donna M. Sudak

What Are Competencies? 26

Existing Competency Frameworks 26

The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28

Essential Competencies in CBT Training 30

Teaching Methods 31

Summary 34

Learning Exercises 34

References 35

3 Empirically Supported Educational Methods 37R. Trent Codd III

Primary Findings 38

Other Important Considerations 52

Interventions Pending Further Study 58

Summary 61

Learning Exercises 61

Notes 61

Resources for Further Study 62

References 64

4 Measures of Competence in Cognitive Behavioral Therapy 67Donna M. Sudak

Measures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68

Assessment of Case Conceptualizations 70

Scoring the Cognitive Therapy Scale 73

Accreditation as a CBT Provider 80

Summary 81

Learning Exercises 81

References 82

5 Feedback in Cognitive Behavioral Therapy Training 85Donna M. Sudak

Feedback and Skill Training 86

Providing Formative Feedback 86

Adult Learning and Feedback 87

Providing Summative Feedback (Did You Reach the Goal?) 87

When Feedback Sessions Go Wrong 89

Why Don t We Like to Give Feedback? 90

Problematic Trainees 90

Competence Is Insufficient: Addicting Trainees to Lifelong Learning 92

Summary 94

Learning Exercises 94

References 94

6 Teaching CBT for Specific Disorders 97Leslie Sokol and Marci G. Fox

Teaching CBT for Depression 97

Teaching CBT for Anxiety Disorders 102

Teaching CBT for Personality Disorders 109

Learning Exercise 112

Teaching CBT for Substance Abuse 113

Teaching CBT for Serious Mental Illness 116

Summary 119

References 119

7 Technology in CBT Training and Supervision 121R. Trent Codd III

Technological Applications for Supervision 121

Technological Applications for Instruction 122

Ethical and Legal Contexts 125

Other Considerations When Selecting Technology 128

Additional Factors 129

Summary 131

Learning Exercises 131

Notes 131

Reference 131

8 Graduate Training 133Robert Reiser and Derek L. Milne

Problems with Graduate Training in CBT 134

Summary 141

Learning Exercises 141

References 141

9 CBT in Psychiatry Residency Training 145Donna M. Sudak

History of CBT Training in Psychiatric Residencies 146

Understanding Residency Training 146

Problem Areas in Training Psychiatry Residents in CBT 148

Planning Training in CBT in Psychiatric Residencies 152

Faculty Development 156

Summary 157

Learning Exercises 157

References 157

10 Continuing Education for Therapists in Practice 159John Ludgate

Background and Evolution of CBT Training for Therapists 160

Current CBT Training Options 161

Considerations for Practitioners Evaluating Training Options 164

Effectiveness of CBT Training for Therapists 166

Review of Trainings Studies 170

Designing Training 172

Summary 177

Learning Exercises 178

References 180

11 Training and Supervising Nontraditional Care Providers 183R. Trent Codd III and John Ludgate

Nontraditional Groups 185

Designing Training for Nontraditional Groups 186

Training Design Process 188

Training Methods 189

Evidence Base for Training Nontraditional Groups in CBT 193

Conclusions from the Evidence Base 196

Best Practices for Training 198

Summary 203

References 203

12 Evidence–Based Supervisory Practices in CBT 207Derek L. Milne and Robert Reiser

What Are the Evidence–Based Supervisory Practices in CBT? 208

Evidence–Based CBT Supervision Practices 209

Setting the Stage for Competency–Based Supervision 209

Facilitating Experiential Learning: The Initial Effects of Supervision 218

Summary 219

Learning Exercises 220

References 223

13 Training CBT Supervisors 227Leslie Sokol and Marci G. Fox

The Supervisory Experience 227

Nuts and Bolts of Supervision 231

Problems That Affect Supervision 237

Summary 240

Learning Exercises 240

References 241

14 Self–Management in CBT Training and Supervision 243John Ludgate

Extent of the Problem 243

Consequences of Therapist Distress and Burnout 244

Reasons for Inadequate Self–Care 244

Predictors of Distress Reactions 245

CBT as a Method of Self–Management for Therapists 246

Illustrations of the CBT Model 252

Improved Self–Care for Therapists 254

Training and Supervision Implications 254

Summary 258

Learning Exercises 259

References 261

Index 265

About the Companion Website 280

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DONNA M. SUDAK, M.D. is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine.

R. TRENT CODD, III, Ed.S., is the President and founder of the Cognitive–Behavioral Therapy Center of WNC, P.A., located in Asheville, NC.

JOHN W. LUDGATE, PHD, is a licensed psychologist who works at the Cognitive–Behavioral Therapy Center of Western North Carolina.

LESLIE SOKOL, PHD, is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy.

MARCI G. FOX, PHD, is a licensed psychologist and has been in private practice for almost twenty years.

ROBERT P. REISER, PHD, is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy.

DEREK L. MILNE, PHD, is a clinical psychologist and a Fellow of the British Psychological Society.

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